Grading and
Performance Rubrics
What are Rubrics?
A rubric is
a scoring tool that explicitly represents the performance expectations for an
assignment or piece of work. A rubric divides the assigned work into component
parts and provides clear descriptions of the characteristics of the work
associated with each component, at varying levels of mastery. Rubrics can be
used for a wide array of assignments: papers, projects, oral presentations,
artistic performances, group projects, etc. Rubrics can be used as scoring or
grading guides, to provide formative feedback to support and guide ongoing
learning efforts, or both.
Advantages of Using
Rubrics
Using a
rubric provides several advantages to both instructors and students. Grading
according to an explicit and descriptive set of criteria that is designed to
reflect the weighted importance of the objectives of the assignment helps
ensure that the instructor’s grading standards don’t change over time. Grading
consistency is difficult to maintain over time because of fatigue, shifting
standards based on prior experience, or intrusion of other criteria.
Furthermore, rubrics can reduce the time spent grading by reducing uncertainty
and by allowing instructors to refer to the rubric description associated with
a score rather than having to write long comments. Finally, grading rubrics are
invaluable in large courses that have multiple graders (other instructors,
teaching assistants, etc.) because they can help ensure consistency across
graders and reduce the systematic bias that can be introduced between graders.
Used more
formatively, rubrics can help instructors get a clearer picture of the
strengths and weaknesses of their class. By recording the component scores and
tallying up the number of students scoring below an acceptable level on each
component, instructors can identify those skills or concepts that need more
instructional time and student effort.
Grading
rubrics are also valuable to students. A rubric can help instructors
communicate to students the specific requirements and acceptable performance
standards of an assignment. When rubrics are given to students with the
assignment description, they can help students monitor and assess their
progress as they work toward clearly indicated goals. When assignments are
scored and returned with the rubric, students can more easily recognize the
strengths and weaknesses of their work and direct their efforts accordingly.
Examples of Rubrics
Here are
links to a diverse set of rubrics designed by Carnegie Mellon faculty and
faculty at other institutions. Although your particular field of study and type
of assessment activity may not be represented currently, viewing a rubric that
is designed for a similar activity may provide you with ideas on how to divide
your task into components and how to describe the varying levels of mastery.
Paper Assignments
·
Example 1: Philosophy Paper This rubric was
designed for student papers in a range of philosophy courses, CMU.
·
Example 2: Psychology Assignment Short, concept
application homework assignment in cognitive psychology, CMU.
·
Example 3: Anthropology Writing Assignments This
rubric was designed for a series of short writing assignments in anthropology,
CMU.
·
Example 4: History Research Paper. This rubric was
designed for essays and research papers in history, CMU.
Projects
·
Example 1: Capstone Project in Design This rubric
describes the components and standard of performance from the research phase to
the final presentation for a senior capstone project in the School of Design,
CMU.
·
Example 2: Engineering Design Project This rubric
describes performance standards on three aspects of a team project: Research
and Design, Communication, and Team Work.
Oral Presentations
·
Example 1: Oral Exam This rubric describes a set
of components and standards for assessing performance on an oral exam in an
upper-division history course, CMU.
·
Example 3: Group Presentations This rubric
describes a set of components and standards for assessing group presentations
in a history course, CMU.
Class
Participation/Contributions
·
Example 1: Discussion Class This rubric assesses
the quality of student contributions to class discussions. This is appropriate
for an undergraduate-level course, CMU.
·
Example 2: Advanced Seminar This rubric is
designed for assessing discussion performance in an advanced undergraduate or
graduate seminar.
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